Second, a starting point is that ultimately the need of minorities are in one way similar to that of all learners, that is, the need for good quality education that is accessible, relevant, responsive and acceptable. Minorities don’t need, as the South African apartheid system prior to 1994 poignantly illustrates (although note here we were talking about a majority but the principle is the same) a segregated, separate and inferiors, second chance education system. This does not however preclude us from considering certain conditions under which affirmative action is necessary and important in ensuring equality for all. Unity can be achieved through diversity – they are not two opposing approaches and value systems. In reflecting on the recommendations listed (note I refer to them as numbers 1-10 although they are not numbered in the document –see Annex below), it is helpful to consider them as related to five sets of principles; principles which are key to an education system that meet the needs and rights of minorities: 1. Principle One (the legislative framework): the protection, promotion and advance of the right of minorities to, in and through education is not a matter of political charity, or benign rule. It is right which must be constitutionally and legislatively enshrined as captured in the first two recommendations 2. Principle Two (Financing): Constitutional and legislative guarantees are not sufficient if they are not matched by adequate resourcing and financing of education provision that is tailored to meet the need of minorities as captured in recommendations 4 and 5. However, a question to consider is whether constitutional and legislative guarantees should include what financial support should be guaranteed for minorities. 3. Principle Three (Voice and participation): The principle of voice and participation is captured in recommendations three which is that any education decision about minorities should include their participation. 4. Principle Four (Delivery and input): Recommendations 6, 7, 9, 10 relate to specific aspects of education delivery, availability and input for minorities. In essence they refer to the need that education should be made available at all levels (not just basic), that it should be accessible, and that is should be responsive 5. Principle Five (Teachers): This is an important principle/element as teachers are the single most important investment in education as well as being key to what learners experience. The actions of teachers can do much to overcome discrimination yet their practices may have an adverse effect on the demand for, and experiences of, education by minorities. In the time remaining I want to add to the five principles and suggest what could be added/nuanced to increase their effect and impact. 1. Financing: it is important to clarify what is meant by ‘to the maximum of their resources available’. In this respect, it need to be made clear that lack of resources cannot and should not be used as an excuse for the denial of the rights of minorities to education. It should also, as the experiences of the charging of school fees illustrate, reduce and remove all other education cost that minorities